| dc.description.abstract | The integration of moral values in English educational discourses, particularly in
primary schools, has been a global concern due to English’s growing importance
as a global lingua franca and the impact it carries. Hence, the current study aims to
analyse the representation of moral values, describe the discursive realisation of
the moral values, as well as explain the essence of the moral values represented in
a series of English-as-a-Foreign-Language (EFL) textbooks entitled English Chest
1, 2 and 3. This descriptive qualitative study occupies Critical Discourse Analysis
(CDA) as an analytical method. In relation to CDA, Visual Grammar Theory
(VGT) is also adopted as an analytical tool to elucidate the depiction of moral
values in the textbooks. Based on the findings, the values of modesty (14%),
perseverance (11%), friendship (10,2%), and sociability (10%) are the most
frequently found in the three textbooks. However, several values such as
obedience (0%), simplicity (0%), and humility (0%) are found none. The
discursive realisation of the moral values has revealed that specific fundamental
values such as modesty, respecting others, sincerity, and responsibility are taught
through the depiction of verbal-visual images in a classroom and familial context.
Other values such as optimism, orderliness, friendship, justice, and gender
equality are taught through the depiction of verbal-visual images in school and
social contexts. Essentially, the textbooks have implications on both primary
students and teachers’ linguistic, pedagogical, and moral development, as well as
raise the awareness of English textbook designers to morally develop the content
of the textbooks | en_US |
